Engineering Thermodynamics

Template for a Course Specification
University: Faculty: Department: Program title: Approval date of course specification: University of Aden Faculty of Engineering Mechanical Engineering Department BSc in Marine Engineering Program
I. Course Identification and General Information:

1 2 3 4 5 6 7 8 9 10 11 12 Course Title: Course Number & Code: Credit hours:
Study level/year at which this course is offered: Engineering Thermodynamics
ME232 C.H
Th. 3 Pr. 3 Tut. 1 Tr. -
Total
5
Second Year/Second Semester

FR121: Mathematics I , FR131: Physics I , FR132: Physics II ME 202: Fluid Mechanics and Hydraulic Machinery From Mechanical Engineering Department (Thermal Engineering Staff) Mechanical Engineering Department English Language Madinat Al-Shaab - Aden Dr. M.A.Mukbel, Dr. M. Khan, Dr. Fahmi Azazi, Dr. Maan Garada Council of Aden University, 2012
Pre requisite (if any): Co requisite (if any):

Name of faculty member responsible for the course:
Program (s) in which the course is offered: Language of teaching the course: Location of teaching the course: Prepared By: Approved By:
II.
Course Description:
Basic definitions include the first and second laws of thermodynamics, ideal and real gases, thermodynamic properties, and introductory cycle analysis.
III.
Professional Information:
1- Aims of The Course:

The course enables students to: - Understand the relationship between internal energy , heat and work as expressed by the First Law of Thermodynamics ; - Know the properties of air, gases, steam - Apply the conservation of energy to thermodynamics systems ; - Explain the concept of entropy ; - Apply the Second Law of Thermodynamics to defining the efficiency of the systems.
2- Intended learning outcomes (ILOs) of the course:
(A) Knowledge and Understanding:

On completing the this course, the graduate should have knowledge and understanding: - The concept of the 1st Law of Thermodynamics and its application to non-flow & steady-flow processes involving perfect gases or vapors. - The implication of the 2nd Law of Thermodynamics on heat engine efficiency. - Evaluation of entropy and the changes of entropy for various processes involving perfect gases, or vapors
Alignment Course Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in:
Knowledge and Understanding Demine. Program Intended Learning Course Intended Learning Outcomes (CILOs) Outcomes (Sub- PILOs) in: in: Knowledge and Understanding Knowledge and Understanding * After completing this program, students would be able to: A3 - Engineering principles, quantitative methods, mathematical modeling to enable them to exercise their engineering disciplines effectively.
A1- determine state property changes for pure substances and for ideal gases A2- compute the amount of energy transferred by heat and/or amounts of energy transferred by work for closed systems containing a pure substance or an ideal gas A3- compute heat transfer rate and /or shaft power of the flow of a pure substance or of an ideal gas through a control volume A4- compute the amount of energy transferred by work during an isentropic process in a closed system A5- use isentropic efficiency to analyze the operation of actual adiabatic turbines, compressors, nozzles and pumps A6- compute energy transfer rates and thermal efficiency for ideal Rankine cycles
A5- Concepts, principles and theories

appropriate for a career in engineering and an understanding of their applications in marine engineering.
Alignment Learning Outcomes of Knowledge and Understanding to Teaching and Assessment Methods: Course Intended Learning Outcomes (CILOs) in Knowledge and Understanding. A1 Methods of assessment of knowledge and Understanding acquired. Test, interview, discussion group, Quizzes Test, discussion group, Tutorial Test, discussion group, Tutorial Test, discussion group, Tutorial, Interview Test, discussion group, Tutorial Test, discussion group, Tutorial
Teaching strategies to be used. Lectures supported by examples and - Assignment - Demonstration Lectures, Class Exercises, Experimental Work in Laboratory Lectures, Class Exercises Lectures, Class Exercises, Experimental Work in Laboratory Lectures, Class Exercises, Experimental Work in Laboratory Lectures, Class Exercises, Experimental Work in Laboratory
A2 A3 A4
A5 A6
(B) Intellectual Skills: Description of Intellectual skills to be developed:

Program Intended Learning Outcomes (Sub - PILOs) in
Intellectual skills
Course Intended Learning Outcomes (CILOs) of Intellectual Skills
Intellectual skills After completing this program, students would After participating in the course, students would be able to: be able to:
B1B2B1B2B3B4-
Teaching And Assessment Methods For Achieving Learning

3
Outcomes:
Alignment Learning Outcomes of Intellectual Skills to Teaching Methods and Assessment Methods: Course Intended Learning Assessment Methods of Teaching strategies to be Outcomes (CILOs) in Intellectual Skills. ** used to develop these Intellectual
Intellectual Skills.
skills. *
B1B2B3B4-
(C) Professional and Practical Skills.

Professional and Practical Skills
Program Intended Learning Outcomes (Sub - PILOs) in Professional and Practical Skills
C1C2-
Course Intended Learning Outcomes (CILOs) in Professional and Practical Skills *

C1C2C3C4-
After completing this program, students would be able participating in the course, students would be After to: able to:
Teaching And Assessment Methods For Achieving Learning Outcomes:

Alignment Learning Outcomes of Professional and Practical Skills to Teaching and Assessment Methods:
Course Intended Learning Outcomes (CILOs) in Professional and Practical Skills C1C2C3C4-
Teaching strategies to be used to develop that Professional and Practical Skills *
Methods of assessment of Professional and Practical Skills acquired **
(D) General / Transferable Skills:

General and Transferable skills Program Intended Learning Outcomes Course Intended Learning Outcomes (Sub - PILOs) in General / Transferable skills (CILOs) in General / Transferable skills* After completing this program, students would be General and Transferable skills:
able to: After participating in the course, students would be able to:
D1D2-
D1D2-
D3D4-
D3D4-

Alignment Learning Outcomes of General and Transferable skills to Teaching and Assessment Methods.
Course Intended Learning Outcomes (CILOs) in General and Transferable Skills

D1D2D3D4-
Methods of assessment of students General and Transferable skills*
Teaching strategies to be used to develop these skills**
Course Content:
1 Course Topics/Items:
a Theoretical Aspect:
Order
Topic List Aligned Topics Learning Outcomes to Course ILOs
Learning Outcomes Aligned Units Learning Outcomes to Course ILOs
Sub Topics List
Number of Weeks
contact hours
Concepts and definitions
A1
First law of thermodynamics
A2 , A3
1.1 Introduction 1.2 Dimension and units 1.3 Thermodynamic systems 1.4 Density, specific weight, specific 1.5 volume, specific gravity ,Pressure 1.6 Temperature and the Zeroth law of thermodynamics 1.7 Thermodynamic processes and cycles 1.8 Reversible and irreversible processes 1.9 Equation of state of an ideal gas 1.10 Avogadros number, Boltzmans constant and compressibility 2.1 First law of thermodynamics for a system 2.2 Internal energy 2.3 Internal energy of an ideal gas 2.4 Enthalpy 2.5 Application of the first law to a closed system
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Properties of pure substances
A4
2.6 The first law of thermodynamics for a control volume 2.7 The steady state flow process 2.8 Work and the steady state reversible flow process 2.9 Application to steady state flow energy equation 2.10 Carnot cycle 2.11 First law applied to steady state chemical systems 3.1 One component system 3.2 Liquid-vapor system 3.3 Extension to the solid phase 3.4 Thermodynamic surfaces 3.5 Tables of properties 3.6 The ideal-gas model 3.7 Compressibility factor 3.8 Problems 4.1 The second law of thermodynamics 4.2 The Carnot cycle and principles 4.3 The thermodynamic principle scale 4.4 Clausius theorem 4.5 Entropy 4.6 Temperature: Entropy diagram 4.7 Gas tables 4.8 Isentropic relations for an ideal gas 4.9 Entropy change for a control volume 4.10 Entropic efficiency 4.11 Physical interpretation of entropy 5.1 Ideal processes 5.2 The reciprocating compressor cycle 5.3 The Rankine vapor-power cycle 5.4 Reheat cycle 5.5 The standard Otto cycle 5.6 The gas turbine cycle 5.7 Stage compression and expansion 5.8 Refrigeration cycle 5.9 Rankine vapor-compression refrigeration cycle
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The second law of thermodynamics
A5
16
Analysis of thermodynamics of cycles
A6
12
Number of Weeks /and Units Per Semester
15
60
b - Practical Aspect: (if any)

6
Order 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Practical Skills List Aligned Pracactical Skills Learning Outcomes To Course ILOs
Number of Weeks
contact hours
Number of Weeks /and Units Per Semester
3- Schedule of Assessment Tasks for Students During the Semester:

no
Assessment Method
Drills Exercises & Home works Project ( single\group) Research Essay/Report Participation Practical Tests Oral Tests
Week Due
Mark
Proportion of Final Assessment
Aligned Course Learning Outcomes
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16 17 18
Quizzes Written Test (1) Written Test (2) Final Exam (theoretical) Final Exam (practical) In class brainstorming sessions Online discussion and forum Interactive class discussion Presentations and critical reading Others
V.
Students Support:
Academic Advice Hours Other Procedures
Office Hours
Support For Students And Their Learning. Students and their learning are supported in a number of ways: (LIST) Induction process Course/Subject Director Advisers of Studies Personal Development Planning Careers Service Information Services Department Student Support Department Sport and Recreation Department International Office Students Union.
VI.
Learning Resources:
Written in the following order: ( Author - Year of publication Title Edition Place of publication Publisher).
1- Required Textbook(s) ( maximum two ). 1- Rayner and Joel " Basic Engineering Thermodynamucs" , 5th edition, 1995, Addison Wesley
Longman Ltd.
2- Cengel & Boles, Thermodynamics , 4th edition, Tata Mc Graw
2- Essential References. 1- H. N. Sawant, "Applied Thermodynamics" 2003 , Akshar Rachana 2- Sonntage, R.E "Fundamental of Thermodynamics" 6th edition - 2003 3- Recommended Books and Reference Materials. 1- Data Show 2- Compter Lab. 3- Screen 454- Electronic Materials and Web Sites etc. 1- Detailed lecture notes are available on the web (for viewing and/or downloading). 235- Other Learning Material. 123Laboratory Work Shop Sport Facility Others (specify): Computers Specific Lab Equipments Others (specify):
Instruction of ACourse Specification Templete

University: Faculty: Department: Program title: Approval date of course specification: insert the name of the University. insert the name of the college principally responsible for the course. insert the name of the department principally responsible for the course. Write the title of the program(s) which contain the course, and identify if major/minor elements, where relevant. Write the year in which the course specification has been Approval.
I.
1
Course Identification and General Information:

{Insert course title use actual title from academic catalogue}.
Course Title:
Course Number & Code: 2
{Insert the course number/ code number for the course}.

If it is not available, Please leave blank. course code will be obtained by the Academic Affairs Unit, once a new course has been approved in principle at the relevant Academic Board..
C.H*
Th. Pr.
{Write the number of Prac. hours}
Tut.
{Write the numb er of Tute. hours }
Tr.
{Write the number of Field Tr. hours}
Total
{Write the number of credit hours for the course}.
Credit hours:
{Write the number of Theo. hours}
Study level/year at which this course is offered:
Pre requisite (if any): 5 6 Co requisite (if any):
Show Study level/Year when the course is intended to be taken. Criteria for Upper & Lower Division Courses. {List all courses specified as prerequisites for this course}. List any courses or other requirements that are prerequisites for enrolling in the course. {List any courses or other experiences that must
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be taken concurrently with this course}. Name of faculty member responsible for the course: {insert the Name of faculty member responsible for the course}. If a single faculty member has been given responsibility for teaching and reporting on the delivery of a course that persons name should be given. If a team of faculty teach the course and one person has been given coordinating responsibility that persons name should be shown. If it is a new course for which an instructor has not yet been appointed that should be noted and the new appointees name included when it is known. {Write the name of the program in which the course is offered}. A course may be offered in more than one program and a brief explanation may be needed to show how it relates to those programs. As a guide, if a course is an important component of several programs, list these programs. If it is used as a general skills course or a service course for a number of programs this should be noted and an indication given of the fields that are supported by it. (A first year course in mathematics might be an example of this.) If the course is a general elective which could be taken in many different programs this should be noted but those programs would not be listed. {Write Language of teaching the course}. {insert location name in which the course is offered}. If the course is offered in a different location such as an industry setting or in another city or township indicate where this is done.
Program (s) in which the course is offered:
Language of teaching the course: Location of teaching the course:
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11 12
Prepared By: Approved By:
* {Insert the number of credit hours for the course}.

Credits Credit is a time-based and/or competency-based, quantitative measure assigned to courses or course equivalent learning. Although certain exceptions are readily acknowledged, the most generally acceptable determinants of credit seem to be student time or competency. The basis for the ratio between student time and student credit at CCC rests on the assumption that 45 hours of student effort in
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most educational settings will generate one hour of credit. A course hour refers to 50-minute hours. Lecture and lab hours should be consistent with University discipline standards. Most courses fit one of two patterns described below, from the students perspective: Lecture Course Hour In this educational setting, the student spends 15 course hours in class per one credit and a presumption of 30 course-related hours out of class for a total of 45 hours. Learning and instructional methods may vary. Laboratory Course Hour: For Transferrable Lab Credit, a lab hour will be defined as one spent working actively to develop a skill, whether applied or cognitive, fundamental to the course content under the supervision of qualified faculty. In this educational setting, the student spends 30 hours in class per one credit and a presumption of 15 course-related hours out of class for a total of 45 hours. Learning and instructional methods may vary. Lecture and Lab hours are assigned credits as follows: Lecture and Lab hours are assigned credits as follows: Lecture 1 lecture hour = 1 credit Lab 1 lab hour = 1 credit 2 lab hours = 1 credit 3 lab hours = 2 credits 4 lab hours = 2 credits 5 lab hours = 3 credits 6 lab hours = 3 credits
II.
Course Description:
Write several sentences about the importance of the course for the program and for the
proficiency In addition, you can mention the position of the course in the program, such as if it is a required or elective. You can mention some basic knowledge or skills that such a course will provide students with, and its importance for their major or jobs in the future. in phrases rather than complete sentences, clearly identifying critical or key content areas. Information about teaching methods, procedures not directly related to course
The course description is a brief explanation which will be printed in the catalog, written
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content are not included in the description.
The catalog description must be limited to 30 words or fewer and should communicate
-
clearly to students the basic content of the course. Prerequisites and other qualifiers are not included in the limitation of 30 words or fewer.
III.
-
Professional Information:
2- Intended learning outcomes (ILOs)* of the course:
For each domain of learning domain shown below indicate:

In this item summarize the learning outcomes expected from the course in each of the domains of learning, the teaching strategies to be used to develop that learning and the way student learning will be assessed. Note that every course is not expected to contribute to every domain. However wherever it is feasible to do so courses should be designed to contribute to the development of skills such as effective group participation, capacity for independent learning, communication skills, and problem solving abilities. The description of teaching strategies requires more than a specification of the organizational arrangement shown under C 2 and should indicate what will be done within those arrangements to develop the kind of learning sought. - Brief summary of the knowledge or skill the course is intended to develop. - Description of the teaching strategies to be used in the course to develop that knowledge or skill. - The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned. - Aligned Course Learning Outcomes to each.
* Development of Learning Outcomes in Domains of Learning: Student Learning Outcomes: These must be stated as specific measurable skills, knowledge, or understanding that students will be able to demonstrate after successful completion of the course. (NOTE: Gaining understanding is not itself a student learning outcome; it is the demonstration of understanding that counts.) Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate: A brief summary of the knowledge or skill the course is intended to develop; A description of the teaching strategies to be used in the course to develop that knowledge or skill; The methods of student assessment to be used in the course to evaluate learning outcomes in
Alignment of CILOs to PILOs - Please map the learning outcomes of the course against the modules comprising the course. You may use either the internatio nal standard,
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the domain concerned. Learning outcomes are relatively general statements of what a student is expected to know, understand and/or be able to demonstrate at the end of a period of learning. They are phrases which complete a sentence of the form "A student who completes this program successfully should be expected to ", or ".. should be able to ." It is good practice for learning outcomes to comprise a verb, object and context. An example (from Human development) would be "Critically examine (verb) theoretical frameworks (object) relevant to neonatal development and adaption (context). All three parts are needed to make the learning outcome workable. The learning outcomes listed for a program should be reflective of the modules on which a student can expect to enrol as part of that program. In some cases, for example due to program requirements, a student will be required to attain all the learning outcomes listed for a program. Learning outcomes are an essential part of program and module design and should be clearly related to the content/aims of a program/module. Outcomes indicate what students will learn in a course and how they will be able to demonstrate mastery of knowledge or skill. Course outcomes are the descriptions of what students will know and be able to do at the completion of the course. They are taken directly from the course outline Statements concerning learning outcomes are written in observable, measurable terms, and must be consistent with the course content. Learning outcomes are much more specific than goal statements. Learning outcomes describe the measurable skills, abilities, knowledge, or values that students should be able to do or demonstrate as a result of the course or program. Learning outcomes should be SMART: Specific, Measurable, Agreed-upon, Realistic, and Time-framed. List 3-5 learning outcomes for the course.
How to identify and write course outcomes

Verbs from different levels of learning must be used to illustrate a progression of student learning in the proposed course. Each learning outcome should be developed with one verb indicating the highest level of expected performance. The recommended language for stating learning outcomes is: Upon successful completion of this course students will be able to For General Education courses, be sure that the syllabus explicitly shows how the course learning goals, assignments, and methods of evaluation relate to general education program learning goals and GEC category and marker student learning outcomes. Review class resources, handouts, notes, textbooks, comparable courses at other institutions if appropriate, business and industry job requirements, or other pertinent items helpful in determining the minimum outcomes for the class; Describe knowledge and skills to be achieved by students in measurable terms; Avoid jargon; Each course proposal should reflect the domain(s) of learning that is (are) most relevant to the course. Bloom's Taxonomy is a useful tool for developing measureable learning objectives and has been updated since its inception in 1956. A recent version revises Bloom's with applications for learning in a new technological era (see Bloom's Digital Taxonomy by Andrew Churches for objectives related to
one of the example formats The Good Practice Guide, or a grid of your own devising for this purpose. The curriculum map should show that a student cannot successfully complete the course without having acquired all the learning outcomes listed in course discretion. This can be demonstrated by ensuring that for each learning outcome there is at least one compulsory, noncompensatabl module which delivers that outcome; or that the outcome features in a range of modules, such that it would not be possible for the student to complete the course without passing at least one of those modules. - Aligned Course Learning Outcomes to th PILOs Note: A program of study has specific learning outcomes. When applicable, use
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collaboration and current online technologies: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy. A helpful overview of the differences between Bloom's Taxonomy (1956) and Anderson and Krahwohl's Revised Taxonomy (2000) may be found at http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm. For a quick reference, see the examples of verbs useful for articulating student learning outcomes based on Blooms Taxonomy at the end of this Standard Syllabus. In this item summarize the learning outcomes expected from the course in each of the domains of learning, the teaching strategies to be used to develop that learning and the way student learning will be assessed. Note that every course is not expected to contribute to every domain. However wherever it is feasible to do so courses should be designed to contribute to the development of skills such as effective group participation, capacity for independent learning, communication skills, and problem solving abilities. The description of teaching strategies requires more than a specification of the organizational arrangement shown under C 2 and should indicate what will be done within those arrangements to develop the kind of learning sought.
appropriate program learning outcomes on the course syllabus. "Mapping" program outcomes to syllabi outcomes shows how students develop skills and knowledge in courses that are required for their programs of study. - subject benchmarks Please state the QAA subject benchmarks (or any other subject benchmarks) which are most relevant to the course. A list of benchmarks is given at http://www.qaa .ac.uk/academi cinfrastructure/ benchmark/def ault.asp http://www.nottingh am.ac.uk/ugstudy/c ourses/azsearch.aspx
Course Outcomes Wording
{Chose approprate Verbs}. Avoid the use of terms that cannot be seen or are difficult to measure. Use this list for reference, any measurable verbs may be used. After participating in the course, students would be able to: (insert an appropriate verb) ------Multiplicity Comprehension Associate Classify Compare Compute Describe Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Identify Interpolate Interpret Locate Predict Application Apply Calculate Construct Demonstrate Dramatize Employ engage in Illustrate Interpret Operate Practice Schedule Shop Sketch Solve Use Relativism Analysis Analyze Appraise Calculate Categorize Compare Contrast Criticize Debate Deduce Defend Detect Diagram Differentiate disintegrate distinguish examine experiment Commitment Synthesize Arrange Assemble Collect Combine Compose Construct Create Derive Design Detect Develop Devise Expand Formulate Generalize Integrate Manage Evaluation Appraise Assess Choose Compare Critique Decide Determine Estimate Evaluate Grade Judge Measure order rank rate recommend revise
Dualism Knowledge Cite Count Define Describe Draw Find Identify Indicate Itemize Label List Locate Make Match Name Perform Point
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Quote Read Recall Recite Recognize Record Relate Repeat Select State Tabulate Tell Trace Underline Write
Recognize Relate Report Restate Review Tell Translate
explain generate induce infer inspect inventory question relate separate solve summarize take apart test
Modify Organize Plan Prepare Prescribe Produce Propose Recombine Reconstruct Reorder Reorganize Restructure set up Specify Summarize Synthesize Systematize write (essay )
score select test value
BLOOMS TAXONOMY provides verbs that are useful for articulating student learning outcomes in each of the three domains. The examples below are organized in distinct levels listed from the simplest behavior to the most complex. Cognitive: Mental Skills (Knowledge) Knowledge: defines, describes, identifies, labels, lists, matches, names, outlines, recalls, reproduces, selects, states Comprehension: converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Application: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Analysis: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Synthesis: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Evaluation: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Affective: Growth in Feelings or Emotional Areas (Attitude) Receiving phenomena: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses Responding to phenomena: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes Valuing: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works Organization: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes Internalizing values: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies Psychomotor: Manual or Physical Skills (Skills) Perception: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects Set: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers Guided response: copies, traces, follows, react, reproduce, responds Mechanism: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches Complex overt response: Verbs are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Adaptation: adapts, alters, changes, rearranges, reorganizes, revises, varies Origination: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, Originates. Examples of Course Outcomes Wording: Students will be able to: 1. Demonstrate knowledge of historical, cultural, and philosophical framework that comprises each of the traditions studied 2. Identify, interpret, and evaluate the major themes of each tradition studied 3. Recognize the major religious figures of each tradition studied, and develop an understanding of the ideas and movements associated with them 4. Recognize both globally and on a more parochial level the comparative impact of diverse religious Traditions, upon each other, and their respective cultures
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4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
Express, both verbally and in writing, an awareness of contemporary religious dynamics List the advantages of computer-aided drafting over traditional drafting techniques Identify the hardware components in a CAD workstation and describe the purpose of each Describe how to load the AutoCAD program, name a drawing, and select menu items Identify coordinates on the X and Y axis Identify three types of coordinate inputs by drawing simple shapes Demonstrate the procedures required to add and edit entities to the drawing editor Load and save an existing drawing to and from a disk and hard drive Create scaled drawings made up of basic AutoCAD entities Apply AutoCAD's TEXT commands to working drawings Demonstrate screen manipulation and viewing Apply the plot/print capabilities in an AutoCAD drawing Apply AutoCAD's OSNAP option Describe the advantages/disadvantages in utilizing a prototype drawing Use inquiry commands to list properties, location, and size of objects List and describe the use of editing commands Partially or completely remove objects in a given drawing Move, copy, or produce mirror images of selected objects in a given drawing Change the properties of selected objects Alter the size/shape of given objects in a drawing Manipulate individual layers and their associated properties Adjust the scale of lines displayed in a drawing 26. Manipulate AutoCAD's Dimensioning menu by modifying, editing, and placing dimensions appropriately Dimension arcs, circles, and angles on AutoCAD drawing
For each domain of learning domain shown below indicate: - Brief summary of the knowledge or skill the course is intended to develop. - Description of the teaching strategies to be used in the course to develop that knowledge or skill. - The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned. - Aligned Course Learning Outcomes to each Please also give a brief summary of the teaching, learning and assessment methods used to enable these learning outcomes to be achieved and demonstrated, (e.g. 'Teaching & learning: Lectures; tutor-led tutorials; student and tutor led seminars; on-line tutorials; problembased learning scenarios. Assessment: coursework; written seen/unseen examinations; poster presentation). The reoccurrence of the same learning outcome in a large number of modules should be avoided. This is with a view to minimising the number of learning outcomes in each module and thus restricting the amount of assessment that needs to take place to test those learning outcomes.
(A) Knowledge and Understanding: Description of the knowledge and Understanding of Subject to be acquired:
Knowledge and Understanding Demine. Program Intended Learning Outcomes Course Intended Learning Outcomes (Sub- PILOs) in: (CILOs) in: Knowledge and Understanding Knowledge and Understanding * After completing this program, students would be able participating in the course, students would be After to: able to:
{Description of the knowledge and understanding to be acquire}:
A1A2-
A1A2A3A4-
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* Description of the knowledge and understanding to be acquire}: [List the Learning Outcomes to be achieved from the course. This should be a list of topics or areas of knowledge that students should know and understand when they complete the course.
Course objectives must be aligned to the PILOs and other standards ].

Teaching and Learning Methods: [Must relate (align) to the achievement of learning outcomes of
above mentioned ].
Assessment Methods: [Identify means used to enable students to demonstrate achievement of the outcomes and to measure performance]. Alignment Learning Outcomes of Knowledge and Understanding to Teaching and Assessment Methods: Course Intended Learning Outcomes (CILOs) in Knowledge and Understanding. Teaching strategies to be used. *
{Explain what strategies will be used to develop students knowledge and understanding}.
Methods of assessment of knowledge and Understanding acquired. **

{Explain how acquisition of knowledge will be assessed. [Insert your description and schedule of readings, assignments, tests and exams. A sample follows:]
{Indicate the grading structure of the course and how students are evaluated}.
A1A2A3A4-
* {Explain what strategies will be used to develop students knowledge and understanding}. Identify specific instructional methods and types of activities and assignments to be used by the teacher to facilitate student achievement of the stated learning outcomes e.g., lectures; demonstrations; study of written, audio/visual, or other materials; in-class discussions; one-on-one conferences; group work; student presentations; electronic chat activities. Explicitly tying specific instructional methods and/or assignments to specific student learning outcomes will help students to know what skills, knowledge, or understanding they are expected to work on gaining in and through each of the activities of the course. It will also help them to understand what evidence of their achievement you will be examining in evaluating their work. For General Education courses, be sure that the syllabus explicitly shows how the course learning goals, assignments, and methods of evaluation relate to general education program learning goals Example Lectures, tutorials and independent study assignments. Introductory lecture gives an overview of the content and significance of the course and of its relationship to students
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existing knowledge. Each subsequent lecture begins with a similar overview linking the particular content of the presentation to the general overview. Tutorials review the content of each lecture and clarify any matters not understood. Individual assignments require use of library reference material and web sites to identify information required to complete tasks.
** EVALUATION AND GRADING: Explain the standards on the basis of which

students in-class work and assignments will be evaluated, and show the
relationship between each individually graded assignment and the calculation of the midterm and final grade for the course. Since all work undertaken by students in a course should provide an opportunity for them to demonstrate their achievement of one or more of the stated learning outcomes, both in-class and out-of-class assignment prompts and grading standards should be explicitly linked to and conceptually consistent with the learning outcomes. For General Education courses, be sure that the syllabus explicitly shows how the course learning goals, assignments, and methods of evaluation relate to general education program learning goals and marker student learning outcomes. See General Education Program learning goals The assessment section should be a brief listing of the minimum assessment tools required for use in the course as determined by the course instructor. - Keep your learning outcomes in mind when developing assessments. - Your intended learning outcomes should shape your assessment procedures. - Select a variety of assessment procedures because these measure the extent to which students have achieved the course learning outcomes. - Your assessment rubrics or grading criteria should directly reflect key components of your outcomes
* Development of Learning Outcomes in Domains of Learning: Student Learning Outcomes: These must be stated as specific measurable skills, knowledge, or understanding that students will be able to demonstrate after successful completion of the course. (NOTE: Gaining understanding is not itself a student learning outcome; it is the demonstration of understanding that counts.) Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate: A brief summary of the knowledge or skill the course is intended to develop; A description of the teaching strategies to be used in the course to develop that knowledge or skill; The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned. Learning outcomes are relatively general statements of what a student is expected to know, understand and/or be able to demonstrate at the end of a period of learning. They are phrases which complete a sentence of the form "A student who completes this program successfully should be expected to ", or ".. should be able to ."
Alignment of CILOs to PILOs - Please map the learning outcomes of the course against the modules comprising the course. You may use either the internation al standard, one of the example formats The Good Practice Guide, or a grid of your own devising for this purpose. The curriculum map should show that a student cannot successfully complete the course without
19
It is good practice for learning outcomes to comprise a verb, object and context. An example (from Human development) would be "Critically examine (verb) theoretical frameworks (object) relevant to neonatal development and adaption (context). All three parts are needed to make the learning outcome workable. The learning outcomes listed for a program should be reflective of the modules on which a student can expect to enrol as part of that program. In some cases, for example due to program requirements, a student will be required to attain all the learning outcomes listed for a program. Learning outcomes are an essential part of program and module design and should be clearly related to the content/aims of a program/module. Outcomes indicate what students will learn in a course and how they will be able to demonstrate mastery of knowledge or skill. Course outcomes are the descriptions of what students will know and be able to do at the completion of the course. They are taken directly from the course outline Statements concerning learning outcomes are written in observable, measurable terms, and must be consistent with the course content. Learning outcomes are much more specific than goal statements. Learning outcomes describe the measurable skills, abilities, knowledge, or values that students should be able to do or demonstrate as a result of the course or program. Learning outcomes should be SMART: Specific, Measurable, Agreed-upon, Realistic, and Time-framed. List 35 learning outcomes for the course.
having acquired all the learning outcomes listed in course discretion. This can be demonstrated by ensuring that for each learning outcome there is at least one compulsory, noncompensatabl module which delivers that outcome; or that the outcome features in a range of modules, such that it would not be possible for the student to complete the course without passing at least one of those modules. - Aligned Course Learning Outcomes to th PILOs Note: A program of study has specific learning outcomes. When applicable, use appropriate program learning outcomes on the course syllabus. "Mapping" program outcomes to syllabi outcomes shows how students develop skills and knowledge in courses that are required for their programs of study. - subject benchmarks Please state the QAA subject benchmarks (or any other subject benchmarks)
How to identify and write course outcomes

Verbs from different levels of learning must be used to illustrate a progression of student learning in the proposed course. Each learning outcome should be developed with one verb indicating the highest level of expected performance. The recommended language for stating learning outcomes is: Upon successful completion of this course students will be able to For General Education courses, be sure that the syllabus explicitly shows how the course learning goals, assignments, and methods of evaluation relate to general education program learning goals and GEC category and marker student learning outcomes. Review class resources, handouts, notes, textbooks, comparable courses at other institutions if appropriate, business and industry job requirements, or other pertinent items helpful in determining the minimum outcomes for the class; Describe knowledge and skills to be achieved by students in measurable terms; Avoid jargon; Each course proposal should reflect the domain(s) of learning that is (are) most relevant to the course. Bloom's Taxonomy is a useful tool for developing measureable learning objectives and has been updated since its inception in 1956. A recent version revises Bloom's with applications for learning in a new technological era (see Bloom's Digital Taxonomy by Andrew
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Churches for objectives related to collaboration and current online technologies: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy. A helpful overview of the differences between Bloom's Taxonomy (1956) and Anderson and Krahwohl's Revised Taxonomy (2000) may be found at http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm. For a quick reference, see the examples of verbs useful for articulating student learning outcomes based on Blooms Taxonomy at the end of this Standard Syllabus. In this item summarize the learning outcomes expected from the course in each of the domains of learning, the teaching strategies to be used to develop that learning and the way student learning will be assessed. Note that every course is not expected to contribute to every domain. However wherever it is feasible to do so courses should be designed to contribute to the development of skills such as effective group participation, capacity for independent learning, communication skills, and problem solving abilities. The description of teaching strategies requires more than a specification of the organizational arrangement shown under C 2 and should indicate what will be done within those arrangements to develop the kind of learning sought. Course Outcomes Wording
which are most relevant to the course. A list of benchmarks is given at http://www.qaa. ac.uk/academici nfrastructure/be nchmark/default .asp http://www.nottingha m.ac.uk/ugstudy/cou rses/a-zsearch.aspx
{Chose approprate Verbs}. Avoid the use of terms that cannot be seen or are difficult to measure. Use this list for reference, any measurable verbs may be used. After participating in the course, students would be able to: (insert an appropriate verb) ------Multiplicity Comprehension Associate Classify Compare Compute Describe Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Identify Interpolate Interpret Locate Predict Recognize Relate Report Restate Review Tell Translate Application Apply Calculate Construct Demonstrate Dramatize Employ engage in Illustrate Interpret Operate Practice Schedule Shop Sketch Solve Use Relativism Analysis Analyze Appraise Calculate Categorize Compare Contrast Criticize Debate Deduce Defend Detect Diagram Differentiate disintegrate distinguish examine experiment explain generate induce infer inspect inventory question relate separate solve Commitment Synthesize Arrange Assemble Collect Combine Compose Construct Create Derive Design Detect Develop Devise Expand Formulate Generalize Integrate Manage Modify Organize Plan Prepare Prescribe Produce Propose Recombine Reconstruct Reorder Evaluation Appraise Assess Choose Compare Critique Decide Determine Estimate Evaluate Grade Judge Measure order rank rate recommend revise score select test value
Dualism Knowledge Cite Count Define Describe Draw Find Identify Indicate Itemize Label List Locate Make Match Name Perform Point Quote Read Recall Recite Recognize Record Relate Repeat Select State
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Tabulate Tell Trace Underline Write
summarize take apart test
Reorganize Restructure set up Specify Summarize Synthesize Systematize write (essay )
BLOOMS TAXONOMY provides verbs that are useful for articulating student learning outcomes in each of the three domains. The examples below are organized in distinct levels listed from the simplest behavior to the most complex. Cognitive: Mental Skills (Knowledge) Knowledge: defines, describes, identifies, labels, lists, matches, names, outlines, recalls, reproduces, selects, states Comprehension: converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Application: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Analysis: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Synthesis: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Evaluation: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Affective: Growth in Feelings or Emotional Areas (Attitude) Receiving phenomena: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses Responding to phenomena: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes Valuing: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works Organization: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes Internalizing values: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies Psychomotor: Manual or Physical Skills (Skills) Perception: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects Set: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers Guided response: copies, traces, follows, react, reproduce, responds Mechanism: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches Complex overt response: Verbs are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Adaptation: adapts, alters, changes, rearranges, reorganizes, revises, varies Origination: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, Originates. Examples of Course Outcomes Wording: Students will be able to: 27. Demonstrate knowledge of historical, cultural, and philosophical framework that comprises each of the traditions studied 28. Identify, interpret, and evaluate the major themes of each tradition studied 29. Recognize the major religious figures of each tradition studied, and develop an understanding of the ideas and movements associated with them 4. Recognize both globally and on a more parochial level the comparative impact of diverse religious Traditions, upon each other, and their respective cultures 30. Express, both verbally and in writing, an awareness of contemporary religious dynamics 31. List the advantages of computer-aided drafting over traditional drafting techniques 32. Identify the hardware components in a CAD workstation and describe the purpose of each 33. Describe how to load the AutoCAD program, name a drawing, and select menu items 34. Identify coordinates on the X and Y axis 35. Identify three types of coordinate inputs by drawing simple shapes 36. Demonstrate the procedures required to add and edit entities to the drawing editor 37. Load and save an existing drawing to and from a disk and hard drive 38. Create scaled drawings made up of basic AutoCAD entities
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Apply AutoCAD's TEXT commands to working drawings Demonstrate screen manipulation and viewing Apply the plot/print capabilities in an AutoCAD drawing Apply AutoCAD's OSNAP option Describe the advantages/disadvantages in utilizing a prototype drawing Use inquiry commands to list properties, location, and size of objects List and describe the use of editing commands Partially or completely remove objects in a given drawing Move, copy, or produce mirror images of selected objects in a given drawing Change the properties of selected objects Alter the size/shape of given objects in a drawing Manipulate individual layers and their associated properties Adjust the scale of lines displayed in a drawing 52. Manipulate AutoCAD's Dimensioning menu by modifying, editing, and placing dimensions appropriately Dimension arcs, circles, and angles on AutoCAD drawing For each domain of learning domain shown below indicate: - Brief summary of the knowledge or skill the course is intended to develop. - Description of the teaching strategies to be used in the course to develop that knowledge or skill. - The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned. - Aligned Course Learning Outcomes to each Please also give a brief summary of the teaching, learning and assessment methods used to enable these learning outcomes to be achieved and demonstrated, (e.g. 'Teaching & learning: Lectures; tutor-led tutorials; student and tutor led seminars; online tutorials; problem-based learning scenarios. Assessment: coursework; written seen/unseen examinations; poster presentation). The reoccurrence of the same learning outcome in a large number of modules should be avoided. This is with a view to minimising the number of learning outcomes in each module and thus restricting the amount of assessment that needs to take place to test those learning outcomes.
39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51.
Intellectual skills Program Intended Learning Outcomes Course Intended Learning Outcomes (Sub- PILOs) in Intellectual skills (CILOs) of Intellectual Skills After completing this program, students would be able participating in the course, students would be After to: able to: {List the thinking and problem solving skills the course is intended to develop}.*
B1B2B1B2B3B4-
* {List the thinking and problem solving skills the course is intended to develop}.
As a guide it may be useful to begin with the phrase The ability to. The list should include both the use of analytic and predictive formulae and conceptual tools when asked to do sot, and the ability to identify and use ones that are appropriate for new and unanticipated problems.
Teaching And Assessment Methods For Achieving Learning

23
Outcomes:
Teaching and Learning Methods: [Must relate (align) to the achievement of learning outcomes of above mentioned].
Assessment Methods: [Identify means used to enable students to demonstrate achievement of the
outcomes and to measure performance].
Alignment Learning Outcomes of Intellectual Skills to Teaching Methods and Assessment Methods: Course Intended Learning Assessment Methods of Teaching strategies to be Outcomes (CILOs) in Intellectual Skills. ** used to develop these
Intellectual Skills.
Intellectual skills. *
B1B2B3B4-
* {Explain techniques to be used to teach and encourage appropriate use of cognitive skills}.
ExampleExplanations and examples given in lectures and practiced under supervision in tutorials and laboratory tasks. Transfer of learning encouraged by use of analytical tools in different applications and through discussion of potential application in other areas. Assignment tasks include some open ended tasks designed to apply predictive, analytical and problem solving skills (Eg. What would happen if..?, How could?) ** EVALUATION AND GRADING: Explain method of assessment for Intellectual skills. ExampleProblem solving questions carrying 50% of mark on tests given at the end of each topic and on end of semester examination. Group and individual assignments require application of analytical tools in problem solving tasks.
(C) Professional and Practical Skills. Description of Professional skills and capacity to carry responsibility to be developed:
Professional and Practical Skills
Mention the professional and practical skills to be acquired by all students in the course, and they will be able to do after finishing the course requirements.
Program Intended Learning Outcomes (Sub- PILOs) in Professional and Practical Skills
C1C2-
Course Intended Learning Outcomes (CILOs) in Professional and Practical Skills *

C1C2C3C4-
After completing this program, students would be able participating in the course, students would be After to: able to:
* {List the objectives of this course for improving students interpersonal skills, capacity for self directed
24
learning, and personal and social responsibility}.

Teaching and Learning Methods: [Must relate (align) to the achievement of learning outcomes of above mentioned]. Assessment Methods: [Identify means used to enable students to demonstrate achievement of the
measure performance]. outcomes and to
Alignment Learning Outcomes of Professional and Practical Skills to Teaching and Assessment Methods:
Course Intended Learning Outcomes (CILOs) in Professional and Practical Skills C1C2C3C4-
Teaching strategies to be used to develop that Professional and Practical Skills *
Methods of assessment of Professional and Practical Skills acquired **
* (Explain what will be done in the course to develop students interpersonal skills, personal and social responsibility, and capacity for independent learning}.
ExampleOne group assignment in which 25% of assessment is based on individuals contribution to the group task. (Instructor meets with each group part way through project to discuss and advise on approach to the task) Two individual assignments requiring investigation using internet and library resources as a means of developing self study skills. Role play exercise on controversial issue relevant to the course based on a case study, with discussion in tutorial of appropriate responses and consequences to individuals involved. ExampleAssessment of group assignment includes component for individual contribution. Capacity for independent study assessed in individual assignments.
** {Explain how interpersonal skills and responsibility will be assessed}.
Description of the General / Transferable skills to be developed in this domain , such as Communication, Information
Technology, and Numerical Skills. Mention all the transferable skills to be acquired by all students in the course, and they will be able to do after finishing the course and other courses in the program such as the ability to work in groups, the ability to use IT, the ability to write reports, and so on.
General and Transferable skills Program Intended Learning Outcomes Course Intended Learning Outcomes (PILOs) in General / Transferable skills (CILOs) in General / Transferable skills* After completing this program, students would be General and Transferable skills:
able to: After participating in the course, students would be able to:
D1D2D3D4-
D1D2D3D4-
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* Indicate the contribution of this course to students communication, IT and numerical skills}. Note that what is intended in this section is the development of generic skills for all students rather than specialized studies relevant to a field of study that would be included under items a. or b. For example a course in history or philosophy might include some use of basic mathematical or statistical information and the use of ICT in searching for information and presenting reports. A course in computer science might include the ability to present written reports that develop language ability.

Teaching and Learning Methods: [Must relate (align) to the achievement of learning outcomes of above mentioned]. Assessment Methods: [Identify means used to enable students to demonstrate achievement of the
outcomes and to measure performance].
Alignment Learning Outcomes of General and Transferable skills to Teaching and Assessment Methods.
Course Intended Learning Outcomes (CILOs) in General and Transferable Skills

D1D2D3D4-
Methods of assessment of students General and Transferable skills*
Teaching strategies to be used to develop these skills**
* Explain what will be done in the course to develop students numerical and communication skills. ExampleStudent assignments require good standards of use of ICT. Where standards
are inadequate the student is referred for special remedial instruction. Student essay assignments require proper style and referencing format as specified in college style manual.
** Explain how numerical and communication skills will be assessed in this course.
ExampleTest questions require interpretation of simple statistical information. Assessments of students assignment and project work include expectation of adequate use of numerical and communication skills. Five percent of marks allocated for standard of presentation using ICT.
IV. Course Content:

{Distribution of Semester Weekly Plan of Course Items and Activities}
Course content is a brief outline of the major topics covered in a course. The content should be supportive of the intended course outcomes and consistent with the course description. Course content is not textbook specific, and should be reflective of the minimum content required for the course. Note: course content should be described in noun-based terms.
a Theoretical Aspect: Theoretical Aspect. (Show Topics to be Covered).

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Complete the table to indicate the amount of time and the total number of contact hours intended to be given for each topic in the course. If part of a week is allocated for a particular topic use decimals to indicate time fraction. (For example a particular topic may be planned for 2.5 or 3.5 weeks).
Order
Topic List Aligned Topics Learning Outcomes to Course ILOs
Sub Topics List
Number of Weeks
contact hours
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Number of Weeks /and Units Per Semester
b - Practical Aspect: (if any) {Show Practical Aspect: (if any) (Topics to be Covered)}
Complete the table to indicate the amount of time and the total number of contact hours intended to be given for each topic in the course. If part of a week is allocated for a particular topic use decimals to indicate time fraction. (For example a particular topic may be planned for 2.5 or 3.5 weeks). Learning Outcomes Practical Skills List Number Aligned Units of Order Aligned Pracactical Skills Learning Outcomes To contact hours Learning Outcomes Course ILOs Weeks to Course ILOs
27
2- Course Components:
{insert here Distribution of total credit units - contact hours - per semester}.
Indicate the total contact hours intended to be given in each organizational arrangement Total Theoretical Lectures , Total Practical Lectures , Total Fieldwork Hours , Total Clinical Hours , tutorial, laboratory, Others(if any) etc..
Total Theoretical Lectures
Total Practical Lectures
Total Fieldwork Hours
Total Clinical Hours
Others (if any)
Additional private study/learning hours expected for students per week (this should
be an average for the semester not a specific requirement in each week).
Specify the expected amount of time expected of students in private study, assignment or other work associated with the course This should be shown as an average amount of time per week over the semester.

[List the required assignments, due dates and point values for the course]
Complete the table to show the dates planned for each assessment task and the proportion of the
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final assessment allocated for that task.
no
Assessment Method
Drills Exercises & Home works Project ( single\group) Research Essay/Report Participation Practical Tests Oral Tests Quizzes Written Test (1) Written Test (2) Final Exam (theoretical) Final Exam (practical) In class brainstorming sessions Online discussion and forum Interactive class discussion Presentations and critical reading Others
Week Due
Mark
Aligned Course Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
V.
Students Support:
Procedures for availability of faculty for individual student consultations and

academic advice.
Describe the arrangements to be made for individual student counseling and advice. This should include the time allocation and schedule for faculty to meet with students.
Office Hours
Academic Advice Hours
Other Procedures
Support For Students And Their Learning. Students and their learning are supported in a number of ways: (LIST) Induction process Course/Subject Director Advisers of Studies Personal Development Planning
29
Careers Service Information Services Department Student Support Department Sport and Recreation Department International Office Students Union.
VI. Learning Resources:
Written in the following order: ( Author - Year of publication Title Edition Place of publication Publisher).
1- Required Textbook(s) ( maximum two ). List any required texts. ( maximum two ). Written in the following order: ( Author - Year of publication Title Edition Place of publication Publisher). 122- Essential References. List reference material regarded as essential for teaching the course. 123- Recommended Books and Reference Materials. Attach list of material that should be available for reference by students undertaking the course. 123454- Electronic Materials and Web Sites etc. List requirements for access to electronic materials, data bases etc. 1235- Other Learning Material. List any other learning materials that are required for the course (such as websites,computer-based programs/ CD, professional standards/ regulations). 123-
30
VII. Facilities Required:

1 - Accommodation:
{Specify accommodation requirements for delivery of the course indicating the type of facility} (eg Lecture Rooms, T.V Network Laboratory, Work Shop , Sport Facility , Others (specify), etc. the amount of time needed, any special requirements for scheduling, and the number of students to be accommodated. {Specify requirements for computer access}. {Specify any other requirements for the course including specialized equipment}. Attach list if necessary.
2 - Computing resources: 3 - Other Resources:
Tick ( ) the required teaching facilities from the following:

Conveniences Data Show Smart Board Computers Specific Lab Equipments Others (specify): Number of Students
Accommodation Lecture Rooms T.V Network Laboratory Work Shop Sport Facility Others (specify):
VIII. Course Evaluation and Improvement Processes:

1- Strategies for obtaining student feedback on effectiveness of teaching. Describe strategies. Eg. confidential completion of standard course evaluation questionnaire. Focus group discussion with small groups of students.

2- Other strategies for evaluation of teaching by the instructor or by the department. Describe any other strategies for evaluation of teaching. Eg. observations and assistance from colleagues, independent assessment of standards achieved by students, independent advice on assignment tasks, etc.

3- Processes for improvement of teaching. 31
Describe processes for improvement of teaching. Eg. Workshops on teaching methods, review of recommended teaching strategies.

4- Processes for verifying standards of students achievement. (eg. check marking by an independent faculty
member of a sample of student work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution)
Describe methods used to compare standards of achievement with standards achieved elsewhere. Eg. check marking of a sample of examination papers or assignment tasks.

5- Describe the planning procedures for periodically reviewing of course effectiveness and planning for improvement. Describe process for reviewing feedback on the quality of the course and planning for improvement.

Mechanisms for the review, evaluation and improvement of teaching and learning Module evaluation questionnaires/module forum/module freeform responses Module reviews and teaching team reports Peer observation of teaching and feedback Staff/Student Consultative Committee meetings at least one per semester Student Questionnaires Annual Subject Monitoring External Examiners visit and report Course Committee meetings at least one per semester School Board meeting Periodic Staff Reviews Participation in Staff Development activities School teaching and learning workshops Faculty Board meeting Membership of ILT and other Professional Bodies
6- Course development plans.

Briefly describe any plans for developing and improving the course that are being implemented, or changes in the course such as changes in use of web based reference material, new techniques of instruction, changes in content or increased reliance on students self study or use of library resources. changes in content as a result of new research in the field) The description should include the reason(s) for the changes being made.
123-
32
IX. Course Policies:
(including plagiarism, academic honesty, attendance etc)
Unless otherwise stated, the normal course administration policies and rules of the Faculty of ----- apply. For the policy, see: -----------------------------------The University Regulations on academic misconduct will be strictly enforced. Please refer to -----------
Class Attendance:
Mention the policy of attending classes, how will be dealing with absent student, the percentage of allowed absentness in the course, and when the student will not be able to take the exam because of absentness.
2 3
Tardy:
Mention the policy of being late in attending the class once, twice, or more.
Exam Attendance/Punctuality:
Mention the policy of exam attendance, and how to deal with absentness from it, or being late in attending the exam.
Assignments & Projects:

Mention the policy of submitting the assignments or the projects on time, and how to deal with being late to do so.
Cheating:
Mention the necessary information about cheating, such as procedures to be followed when cheating is discovered in exams or in assignments.
Plagiarism:
Mention the necessary information about plagiarism, such as its meaning, its types, and procedures to follow when it is happen.
Other policies:
Mention the other policies related to other behavior, such as how to deal with using mobile in class, or how to submit assignments by email, and so on.
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Templete for a Course Plan (Syllabus)

A- Information about Faculty Member Responsible for the Course:
Name Location& Telephone No. E-mail SAT SUN
Office Hours
MON TUE WED THU
B- Course Identification and General Information:

1 2 Course Title: Course Number & Code:
C.H 3
4 5 6 7 8 9 Credit hours: Study level/year at which this course is offered: Pre requisite (if any): Co requisite (if any): Program (s) in which the course is offered Language of teaching the course: Location of teaching the course: Th. Pr. Tut. Tr.
Total
C- Course Description:
Brief description of knowledge , skills and activities to be achieved (50-70 words)
34
C- Professional Information:
-
2- Intended learning outcomes (ILOs) of the course:
Brief summary of the knowledge or skill the course is intended to develop:
35
12345-
36
D- Course Content:
Distribution of Semester Weekly Plan of Course Topics/Items and Activities.
a Theoretical Aspect:
Order
Topics List
Week Due
Contact Hours
37
b - Practical Aspect: (if any)

Order 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Number of Weeks /and Units Per Semester Topics List Week Due Contact Hours
38

Assessment
Type of Assessment Tasks Drills Exercises & Home works Project ( single\group) Research Essay/Report Participation Practical Tests Oral Tests Quizzes Written Test (1) Written Test (2) Final Exam (theoretical) Final Exam (practical) Others
Week Due
Mark
1 2 3 4 5 6 7 8 9 10 11 12 13 14
X.
Learning Resources:
Written in the following order: ( Author - Year of publication Title Edition Place of publication Publisher). 1- Required Textbook(s) ( maximum two ). 122- Essential References. 123453- Recommended Books and Reference Materials. 12-
39
3454- Electronic Materials and Web Sites etc. 1235- Other Learning Material (such as computer-based programs/CD, professional standards/ regulations). 123-
Templete for a Course Report

University: Faculty: Department: Program title:

1 2 3 Course Title: Course Number & Code: If course is taught in more than one section indicate the section to which this report applies
40
4 5
Year and semester to which this report applies. Location (if not on main campus)
II.
Course Delivery:
Planned Actual
Reason for Variations if there is a difference of more than 25% of the hours planned
1. Coverage of Planned Program: Topics
2. Consequences of Non Coverage of Topics:

For any topics where significantly less time was spent than was intended in the course specification, or where the topic was not taught at all, comment on how significant you believe the lack of coverage is for the program objectives or for later courses in the program, and suggest possible compensating action if you believe it is needed. Topics (if any) not Fully Covered Significance of Lack of Coverage Possible Compensating Action Elsewhere in the Program
41
3. Effectiveness of Planned Teaching Strategies for Intended Learning Outcomes set out in the Course Specification.
(Refer to planned teaching strategies in Course Specification and description of Domains of Learning Outcomes in the National Qualifications Framework)
List Teaching Strategies set out in Course Specification Were these Effective? No Yes
Difficulties Experienced (if any) in Using the Strategy and Suggested Action to Deal with Those Difficulties .
Domains
A. Knowledge and Understanding B. Intellectual Skills C. Professional and Practical Skills
D. Transferable Skills
4. Summarize any actions you recommend for improving teaching strategies as a result of evaluations in table 3 above.
III.
1
Results
Number of students starting the course: Number of students completing the course: Number of students who entered the test course.
42
Distribution of Grades (If percentage marks are given indicate numbers in each 5 percentile group).
No
No
Excellent
Very good Good Pass Fail
OR
90-100 80-89 65-79 50-64 < 50
Result Summary:
Passed:
No
Percent
Failed
No
Percent
Special factors (if any) affecting the results:
Variations from planned student assessment processes (if any) ( See items C 4 and
5 in the Course Specification.)
a. Variations (if any) from planned assessment schedule (C5 in Course Specification)
Variation Reason
b. Variations (if any) from planned assessment processes in Domains of Learning (C4 in Course Specification). Variation Reason
43
Verification of Standards of Achievement (Eg. check marking of a sample of papers by others in the
department. See G4 in Course Specification) (Where independent report is provided a copy should be attached.) Method (s) of Verification Conclusion
IV. Resources and Facilities.

1. Difficulties in access to resources or facilities (if any) 2. Consequences of any difficulties experienced for student learning in the course.
V. Administrative Issues
1 Organizational or administrative difficulties encountered (if any) 2. Consequences of any difficulties experienced for student learning in the course.
VI.Course Evaluation:
1 Student evaluation of the course:
(Attach Survey Results if available)
a. List the most important criticisms and strengths.
b. Response of instructor or course team to this evaluation.
44
Other Evaluation -- What evaluations were received?

Specify and attach reports where available. (eg. By head of department, peer observations, accreditation review, other stakeholders etc): a. List the most important criticisms and strengths
b. Response of instructor or course team to this evaluation
VII. Planning for Improvement:

1 Progress on actions proposed for improving the course in previous course reports:
State whether each action was undertaken, the impact, and if the proposed action was not undertaken or completed, give reasons. Actions proposed in the most recent previous course report(s)
Other action taken to improve the course this semester/year.

Provide a brief summary of any other action taken to improve the course and the results achieved. (For example, professional development for faculty, modifications to the course, new equipment, new teaching techniques etc.)
Action Plan for Next Semester/Year.

Actions Required Completion Date Person Responsible
Recommendations to Program Coordinator (if Required).

(Recommendations by the instructor to the program coordinator if any proposed action to improve the course would require approval at program, department or institutional level or that might affect other courses in the program.).
Name of Course Instructor: ................................................................. Signature: ....................................... Received by Program Coordinator Date Report Completed: ......................... Date: ..............................
45
Instruction of ACourse Report Templete

These notes are intended to provide additional advice on particular items in the Templets. Show the name of the University. University: Show the name of the college principally responsible for the course. Faculty: Show the name of the department principally responsible for the course. Department: Write the title of the program(s) which contain the course, and identify if Program title:
major/minor elements, where relevant.

1 2 Course Title: Course Number & Code: If course is taught in more than one section indicate the section to which this report applies. (Section of the course) Year and semester to which this report applies. Location (if not on main campus)
Show the title the course. Show the institutional code number for the course. the course is taught in several different section indicate the section to which this report applies, either by a section number or by indicating the name of the faculty member concerned. Indicate the calendar year and semester. If the course was offered in a different location such as an industry setting or in another city or township indicate where this is done. If the course was offered both on the main campus and elsewhere complete two course reports. In that case the separate offering on the different campus should be clearly identified under this item and under item 2.
II. Course Delivery:

1. Coverage of Planned Program:
Complete the table to compare the planned coverage of topics in the planned program with what actually happened. If there was a large variation (25% or more variation from the plan) give a brief explanation Planned Actual
Reason for Variations if there is a difference of more than 25% of the hours planned
Topics
46
2. Consequences of Non Coverage of Topics:

This item is intended to draw attention to consequences for the program when topics could not be given the time that was planned. For any topics that were not given the time planned comment on whether you believe this is a significant problem for the program and suggest possible compensating action. For example it might be possible to provide special seminars or include extra topics in a later course.
For any topics where significantly less time was spent than was intended in the course specification, or where the topic was not taught at all, comment on how significant you believe the lack of coverage is for the program objectives or for later courses in the program, and suggest possible compensating action if you believe it is needed. Topics (if any) not Fully Covered Significance of Lack of Coverage Possible Compensating Action Elsewhere in the Program
3. Effectiveness of Planned Teaching Strategies for Intended Learning Outcomes set out in the Course Specification.
(Refer to planned teaching strategies in Course Specification and description of Domains of Learning Outcomes in the National Qualifications Framework)
Comment under each of the domains on the recommended teaching strategies indicating whether you believe they were effective for their purpose, noting any difficulties experienced and suggesting responses if changes are needed. For example it might be desirable to provide different support material or prepare students in a different way, for the instructors to gain more practice in the use of a strategy, or for a different strategy to be used for that learning outcome. List Teaching Strategies set Were these Difficulties Experienced (if any) in Effective? Using the Strategy and Suggested out in Course Specification Domains Action to Deal with Those No Yes Difficulties .
A. Knowledge and Understanding B. Intellectual Skills C. Professional and Practical Skills D. Transferable Skills
4. Summarize any actions you recommend for improving teaching strategies as a result of evaluations in table 3 above.
47
If the description under 3 indicates action is required what would you recommend?
III. Results
1
Number of students starting the course:

Indicate the number of students who enrolled and actually started attending classes at the beginning of the semester.
Number of students completing the course:

This should be the number who attended classes until the end of the semester regardless of whether they passed or failed.
3 4
Number of students who entered the test course. Distribution of Grades (If percentage marks are given indicate numbers in each 5 percentile group).
Show the distribution of grades or percentage marks using the system normally applied in the institution.
No
No
Excellent
OR
90-100 80-89 65-79 50-64 < 50
Result Summary:
Show the numbers and percentages of students who passed, failed etc. Passed: No Percent Failed No Percent

Include a brief explanation if there were any unusual events or circumstances that might have affected the grade distribution.
Variations from planned student assessment processes (if any) ( See items C 4 and 5 in the Course Specification.)
If there were any variations from the schedule of assessment tasks and or assignment activities indicate the change that was made and the reasons for it.
48
If there were variations from the strategies planned for assessing students learning in different domains of learning as set out in the course specification indicate the changes that were made and the reasons for them.
b. Variations (if any) from planned assessment schedule (C5 in Course Specification)
Variation Reason
b. Variations (if any) from planned assessment processes in Domains of Learning (C4 in Course Specification). Variation Reason
Verification of Standards of Achievement (Eg. check marking of a sample of papers by others in the
department. See G4 in Course Specification) (Where independent report is provided a copy should be attached.) Explain what was done to check that the standards applied in assessments of students work were valid and appropriate. Method (s) of Verification Conclusion
IV. Resources and Facilities.

1. Difficulties in access to resources or facilities (if any).
If there were any difficulties in getting access to the resources or facilities required for the course give a brief description.
2. Consequences of any difficulties experienced for student learning in the course.

For any difficulties that were experienced explain any effect they may have had on student learning.
V. Administrative Issues.
1
Organizational or administrative difficulties encountered (if any).
If there were any organizational or administrative difficulties that affected the course give a brief description.
2. Consequences of any difficulties experienced for student learning in the course.

Explain what effect difficulties experienced may have had on students learning in the course.
VI. Course Evaluation:

1 Student evaluation of the course:
(Attach Survey Results if available)
49
c. List the most important criticisms and strengths.

List the most common and the most significant criticisms and strengths as shown in the student evaluations
d. Response of instructor or course team to this evaluation.

Provide a brief explanation or comment. These may acknowledge or disagree with strengths or areas in need of improvement or provide an explanation or interpretation.
Other Evaluation -- What evaluations were received?

Specify and attach reports where available. (eg. By head of department, peer observations, accreditation review, other stakeholders etc): Describe any other evaluations received from different sources, for example comment by colleagues or head of department, or visiting reviewers.
c. List the most important criticisms and strengths

List the most common and the most significant criticisms and strengths as revealed in these other evaluations.
d. Response of instructor or course team to this evaluation

Provide a brief comment. These may agree or disagree with strengths or areas in need of improvement or provide an explanation.
VII. Planning for Improvement:

1 Progress on actions proposed for improving the course in previous course reports:
Provide a summary description of any actions that were taken as a result of previous course evaluations or action plans described in course reports to improve the course and comment on the results achieved. Actions proposed in the most recent previous course State whether each action was undertaken, the report(s) impact, and if the proposed action was not undertaken or completed, give reasons.
Other action taken to improve the course this semester/year.

Provide a brief summary of any other action taken to improve the course and the results achieved. (For example, professional development for faculty, modifications to the course, new equipment, new teaching techniques etc.) List other action that was taken to improve the course and comment on results achieved.

List action proposed to improve the course for the next semester/year noting for each action the planned completion date and the person responsible.
Actions Required
Completion Date
Person Responsible

(Recommendations by the instructor to the program coordinator if any proposed action to improve the course would require approval at program, department or institutional level or that might affect other courses in the program.).
50
List recommendations for consideration by the department chair or program coordinator that would require decision at that level or that might affect other courses in the program.
Name of Course Instructor: ................................................................. Signature: ....................................... Received by Program Coordinator Date Report Completed: ......................... Date: ..............................
51
Templete for Field Training Specification

I. Field Training , Course Identification and General Information:

1 2 3 4 5 6 7 8 9
Course/ Field Training Title: Course/ Field Training Number & Code: Credit hours:
Write the number of credit hours for the field Training activity.
C.H
Th. Pr. Tut. Tr.
Total
Study level/year at which the field Training Offered: Course/ Field Training Requisite (if any): Duration and time allocation of the field Training activity. Name of faculty member responsible for administration of the field Training: Places in which this field Training activity is offered: Name of the person supervising the training of students in the field of training:
II.
-
Course/ Field Training Description:
52
III. Field Training Aims: 1Brief description of the main learning outcomes for students
participating in the field Training a Tasks.

12345-
Briefly describe any plans for developing and improving the field Training a Tasks that are being implemented.
2123-
Development of Learning Outcomes in Domains of Learning:
For each domain of learning domain shown below indicate: Brief summary of the knowledge or skills the field Training is intended to develop. Description of the teaching strategies to be used in the course/ Field Training to develop that knowledge or skills. The methods of student assessment to be used in the Course/ Field Training to evaluate learning outcomes in the domain concerned.
( Note that the objectives of the field Training may not include all of the domains and the items should be completed only for kinds of learning the field Training Tasks is intended to develop)
(A) Knowledge and Understanding Domain:
Description of the knowledge to be acquired:

Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: Knowledge and Understanding Demine.
Program Intended Learning Outcomes (Sub-PILOs) in: Knowledge and Understanding After completing this program, students would be able to: A1A2-
Course/ Field Training Intended

Learning Outcomes (CILOs) in: Knowledge and Understanding After participating in the Course/ Field Training , students would be able to: A1A2A3-
Alignment Learning Outcomes of Knowledge and Understanding to Training strategies and Assessment Methods: Training strategies Methods of assessment of Course/ Field Training Intended to be used to knowledge acquired.*** Learning Outcomes (CILOs) in develop that Knowledge and Understanding.*
knowledge.**
53
Knowledge and Understanding to be acquired:
A1A2A3A4-

Program Intended Learning Outcomes (Sub - PILOs) in Intellectual skills After completing this program, students would be able to:
B1B2-
Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: Intellectual skills
Course/ Field Training Intended Learning Outcomes (CILOs) of Intellectual Skills After participating in the Course/ Field Training , students would be able to:
B1B2B3B4-
Training Strategies And Assessment Methods For Achieving Learning Outcomes:

Alignment Learning Outcomes of Intellectual Skills to Training Strategies Methods and Assessment Methods: Course/ Field Training Training strategies to be Methods of assessment of Intended Learning Outcomes used to develop that knowledge acquired.*** (CILOs) in Intellectual Skills.* knowledge.** B1B2B3B4-

Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: Professional and Practical Skills
Course/ Field Training Intended Learning Outcomes (CILOs) in Professional and Practical Skills *
After completing this program, students would be able participating in the Course/ Field Training , After 54
to:
C1C2-
students would be able to:

C1C2C3C4-

Alignment Learning Outcomes of Professional and Practical Skills to Training Strategies and Assessment Methods:
Course/ Field Training Intended Learning Outcomes (CILOs) in Professional and Practical Skills* C1C2C3C4-
Training strategies to be used to develop that knowledge.**
Methods of assessment of knowledge acquired.***

Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: General and Transferable skills
Program Intended Learning Outcomes (Sub - PILOs) in General / Transferable skills

After completing this program, students would be able to:
Course/ Field Training Intended Learning Outcomes (CILOs) in General / Transferable skills* General and Transferable skills:
After participating in the Course/ Field Training , students would be able to:
D1D2D3D4-
D1D2D3D4-

Alignment Learning Outcomes of General and Transferable skills to Training Strategies and Assessment Methods. Training strategies to be Methods of assessment of Course/ Field Training used to develop that knowledge acquired.*** Intended Learning Outcomes (CILOs) in General and knowledge.**
Transferable Skills*
D1D2D3D4-
55
IV.
Description of Field Training Tasks:
1 At what stage or stages during the program does the field Training occur?
2 Procedures of Training:
3- Students Tasks:
4- Students Assignments or Reports (if any).

Title or description these assignments or reports 12345When are these assignments or reports required?
5- Students Follow-up:
56
6- Responsibilities of Supervisory Staff in the Field Training:
7- Responsibilities of Supervisory from the Field/ Institution:
8- Describe the procedures to be used for students guidance and support.
9- What the facilities and support of the institution in the field training for students?
Accommodation: Computer Resources: Learning Support Materials: Others:
V.
Preparation and Coordination:
1- Identification of Field Placements:
2- Preparation of Field Supervisors:

57
3- Preparation of Students:
4- Safety and Risk Management:
VI. Student Assessment:

1- Bases of Assessment:
2- Field Supervisors Responsibility for Assessment:
3- Supervising Faculty Responsibility for Assessment:
4- Resolution of Differences in Assessments:
58
VII.
Evaluation of the Field Training :
1- Describe the procedures to be followed for evaluation of field Training activity by: Students:
Supervising staff in the field setting:
Supervising faculty from the institution:
Others: (eg. graduates, independent evaluator, etc)
2- Describe the planning procedures for periodically reviewing for the effectiveness of the field Training and planning for improvement.
59
Instruction of A Field Training Specification Templete

University: Faculty: Department: Program title: insert the name of the University. insert the name of the college principally responsible for the field Training activity. insert the name of the department principally responsible for the field Training activity. Write the title of the program(s) which contain the course, and identify if major/minor elements, where relevant.
VIII. Field Training , Course Identification and General Information:

1 2 3 4 5 6
Course/ Field Training Title: Course/ Field Training Number & Code: Credit hours:
Write the number of credit hours for the field Training activity. Show the title for the field Training . Show the institutional code number for the field Training .
C.H
Th. Pr. Tut. Tr.
Total
Study level/year at which the field Training Offered: Course/ Field Training Requisite (if any): Duration and time allocation of the field Training activity. Name of faculty member responsible for administration of the field Training:
Indicate the year level in the program when the field Training is undertaken.
Indicate the length of time taken in the field Training activity and the amount of time taken. Eg. One semester one day per week, three weeks full time, etc. If a single faculty member has been given responsibility for coordinating the field Training activity that persons name should be given. If it is a new program for which a coordinator has not yet been appointed that should be noted and the new appointees name included when it is known.
8 9
Places in which this field Training activity is offered: Name of the person supervising the training of students in the field of training:
Write the name of the Places. Write the name.
IX.
-
Course/ Field Training Description:
60
X. Field Training Aims: 4Brief description of the main learning outcomes for students
participating in the field Training a Tasks.

This should be a brief summary of the main purposes only. A more detailed description of intended learning outcomes is requested in 3. below.
12345-
Briefly describe any plans for developing and improving the field Training a Tasks that are being implemented.
5List and briefly describe any plans for major changes or developments of the field Training a Tasks and strategies that are being used to achieve those objectives. For example a pilot program to assess the effect of varying scheduling arrangements for the field Training , introduction of newsletters about the program to field supervisors to improve communication and understanding, field research activities by groups of faculty working in cooperation with field supervisors.
123-
6-
Development of Learning Outcomes in Domains of Learning:
In this item summarize the learning outcomes expected from the field Training in each of the domains of learning, what will be done to develop that learning and the way student learning will be assessed. The field Training is not expected to contribute to every domain but where important outcomes are expected they should be clearly identified and attention given to how they will be developed and learning assessed.
For each domain of learning domain shown below indicate: Brief summary of the knowledge or skills the field Training is intended to develop. Description of the teaching strategies to be used in the course/ Field Training to develop that knowledge or skills. The methods of student assessment to be used in the Course/ Field Training to evaluate learning outcomes in the domain concerned.
( Note that the objectives of the field Training may not include all of the domains and the items should be completed only for kinds of learning the field Training Tasks is intended to develop)
(A) Knowledge and Understanding Domain:
Description of the knowledge to be acquired:

Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: Knowledge and Understanding Demine.
Program Intended Learning Outcomes (Sub-PILOs) in:
Course/ Field Training Intended

Learning Outcomes (CILOs) in: 61
Knowledge and Understanding After completing this program, students would be able to: A1A2-
Knowledge and Understanding After participating in the Course/ Field Training , students would be able to: A1A2A3-
Alignment Learning Outcomes of Knowledge and Understanding to Training strategies and Assessment Methods: Training strategies Methods of assessment of Course/ Field Training Intended to be used to knowledge acquired.*** Learning Outcomes (CILOs) in develop that Knowledge and Understanding.*
knowledge.**
Knowledge and Understanding to be acquired:
A1A2A3A4*This should be a description of the knowledge that students should gain as a result of participation in the field Training . **Explain what will be done to ensure that this knowledge is gained. ExampleField supervisors advised of regulations, procedures, safety precautions students should learn about and asked to ensure that information is provided. Students complete assignment recording information obtained. Tutorial discussion following completion of field Training to review what students have learned *** Describe how learning will be assessed. For exampleStudent quiz at end of field Training .

Program Intended Learning Outcomes (Sub - PILOs) in Intellectual skills After completing this program, students would be able to:
B1B2-
Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: Intellectual skills
Course/ Field Training Intended Learning Outcomes (CILOs) of Intellectual Skills After participating in the Course/ Field Training , students would be able to:
B1B2B3B4-
62

Alignment Learning Outcomes of Intellectual Skills to Training Strategies Methods and Assessment Methods: Course/ Field Training Training strategies to be Methods of assessment of Intended Learning Outcomes used to develop that knowledge acquired.*** (CILOs) in Intellectual Skills.* knowledge.** B1B2B3B4* List the thinking and problem solving skills the field Training is intended to develop. As a guide it may be useful to begin with the phrase The ability to. The list should include practical skills that involve the use of analysis and problem solving techniques gained in on campus studies and any additional techniques used by practitioners in the field setting. **Describe what will be done to ensure that these skills are developed. ExamplePractical tasks carried out in the field setting, Assignment task to be completed with advice of field supervisor. *** Describe how cognitive skills will be assessed. ExampleRatings of performance by field supervisor and faculty member. Faculty assessment of assignment task.

Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: Professional and Practical Skills
C1C2-
Course/ Field Training Intended Learning Outcomes (CILOs) in Professional and Practical Skills *
C1C2C3C4-
After completing this program, students would be able participating in the Course/ Field Training , After to: students would be able to:

Alignment Learning Outcomes of Professional and Practical Skills to Training Strategies and Assessment Methods:
Course/ Field Training Intended Learning Outcomes (CILOs) in Professional and Practical Skills* C1C2C3C4-
Training strategies to be used to develop that knowledge.**
Methods of assessment of knowledge acquired.***
63
List the objectives of the field Training for improving students Professional and Practical skills,.

Alignment Course/ Field Training Intended Learning Outcomes (CILOs) to Program Intended Learning Outcomes (PILOs) in: General and Transferable skills
Program Intended Learning Outcomes (Sub - PILOs) in General / Transferable skills

After completing this program, students would be able to:
Course/ Field Training Intended Learning Outcomes (CILOs) in General / Transferable skills* General and Transferable skills:
After participating in the Course/ Field Training , students would be able to:
D1D2D3D4-
D1D2D3D4-

Alignment Learning Outcomes of General and Transferable skills to Training Strategies and Assessment Methods. Training strategies to be Methods of assessment of Course/ Field Training used to develop that knowledge acquired.*** Intended Learning Outcomes (CILOs) in General and knowledge.**
Transferable Skills*
D1D2D3D4-
XI.
Description of Field Training Tasks:
1 At what stage or stages during the program does the field Training occur?
Indicate when during the program the students participate in the field Training .
64
2 Procedures of Training:
Describe the Procedure of Training in which filed Training is applied. (eg. single time block, distributed time blocks, recurrent schedule of. days per week) Describe how the time schedule for the field Training is Procedure. Eg. One day per week for XXX weeks, three weeks full time, one semester full time, etc.
3- Students Tasks: Describe the principal Tasks in which the students will be involved during the field Training .
If their level of responsibility is to be progressively increased during the period, explain how that will be done.
4- Students Assignments or Reports (if any).

List any assignments or reports that students are required to prepare and indicate the time when they must be completed.
Title or description these assignments or reports 12345-
When are these assignments or reports required?
5- Students Follow-up: Describe the procedures made to students follow-up to reflect on their Training s and apply what they have learned to future
situations. ( eg. Seminars or tutorials, individual consultations, reference in subsequent courses, etc ). Describe follow up activities with students after completion of the field Training to consolidate and apply learning, reflect on the Training etc.
65
6- Responsibilities of Supervisory Staff in the Field Training: Describe the main responsibilities of supervising staff
working in the field location. ( eg. Planning activities for students' development of skills, advice to students, assessment of performance ) Describe the major responsibilities to be carried by the supervising staff.
7- Responsibilities of Supervisory from the Field/ Institution: Describe the main responsibilities of supervising from the institution. ( eg. Consultation, planning with participation and
advice to field supervisors and students, student assessment, time expectations for visits, etc ). Describe the responsibilities of supervising from the institution.
8- Describe the procedures to be used for students guidance and support.

Describe arrangements made for student support and guidance including scheduled contacts and emergency access for advice and assistance.
9- What the facilities and support of the institution in the field training for students?
Describe what facilities are required including desk or other accommodation at the field site, computer access if necessary, learning support materials and any other requirements.
Accommodation: Computer Resources: Learning Support Materials: Others:
66
XII.
Preparation and Coordination:
1- Identification of Field Placements: Describe processes used to identify appropriate field placements.
Describe the process followed in identifying placements including principal criteria for selection.
2- Preparation of Field Supervisors: Briefly describe and indicate timing of the procedures made to ensure full understanding of roles and responsibilities of
supervising faculty/staff in the field setting. ( eg. briefing meetings and follow up consultation, training, staff development, notes for guidance ). Describe the process followed to brief supervising staff in the field setting on their responsibilities and the processes to be followed with students. Include details of when this will be done and mechanisms for ongoing consultation and emergency contact if required.
3- Preparation of Students: Briefly describe and indicate timing of the procedures made for preparation of students for participation in the field Training
Tasks. ( Cross reference to any written notes provided ). Describe what will be done to prepare students for their participation in the work Training program and the timing of this preparation. Written notes prepared for student guidance should be referred to or attached.
4- Safety and Risk Management: Describe processes used to ensure safety and identify potential risks to students, persons with whom they work, or facilities
where they will be located, and strategies to minimize and protect against those risks. ( including insurance procedures ). Describe process followed to ensure safety and identify risks for students, clients or others associated with the field Training Tasks and steps taken to minimize and protect against those risks. If a risk assessment has been prepared a copy should be attached.
67
XIII. Student Assessment:

1- Bases of Assessment:
Describe the major performance criteria or matters considered in deciding on student grades. (these may include assessments of work performance and personal characteristics and written reports of assignments). If specified weightings are given for different tasks or criteria indicate the weighting given to each component. Describe the principal criteria for the assessment of students performance in the field setting.
2- Field Supervisors Responsibility for Assessment:

Describe the responsibility of supervising staff in the field location for student assessment.
Describe the responsibility of field supervisors for student assessment. . (eg. assessment of some aspects of work done, overall assessment of performance shared with supervising faculty from institution, etc.)
3- Supervising Faculty Responsibility for Assessment:

Describe the responsibility of supervising faculty from the institution for student assessment.
(eg. assessment of some aspects of work done, overall assessment shared with supervising staff in the field location, etc.)
4- Resolution of Differences in Assessments:

If supervising staff in the field location and faculty from the institution share responsibility for student assessment, describe the procedures followed for resolving any differences between them.
Explain what process is followed if the field supervisor and the supervising faculty member from the institution differ in their assessment of students performance in the field Training .
XIV.
Evaluation of the Field Training :
1- Describe the procedures to be followed for evaluation of field Training activity by:
68
Students:
Describe process for obtaining feedback on the quality of the field Training by the students involved.
Supervising staff in the field setting:

Describe process for obtaining feedback on the quality of the field Training by the supervising staff in the field setting.
Supervising faculty from the institution:

Describe process for obtaining feedback on the quality of the field Training by the supervising faculty from the institution.
Others: (eg. graduates, independent evaluator, etc)

Describe process for obtaining feedback on the quality of the field Training by other stakeholders. (Eg. former students in surveys of the quality of the program as a whole.).
2- Describe the planning procedures for periodically reviewing for the effectiveness of the field Training and planning for improvement.
Describe the process to be followed in reviewing feedback from various sources and planning for improvement. ExampleSummary of evaluations prepared and considered by a program planning group including representatives of students and supervisors at the end of each year.
69
Template for Field Training Report

Field Training encompasses fieldwork, professional or clinical placements, internships and other forms of placement learning and applied learning that are part of the formal curriculum within the educational program.
I.
1 2 3 4 5
Field Training Identification and General Information:

Course/ Field Training Title: Course/ Field Training Number & Code: Program(s) in which this field Training activity is offered. Year and semester to which this report applies. Name of faculty member responsible for administration of field Training:
II.
1 2 3
Conduct of Field Training :

Comment (reasons, consequences, implications Changes (if any) from planned arrangements for for future planning) preparation of students. Comment (reasons, consequences, implications Changes (if any) from planned arrangements for for future planning) preparation of field supervisors. Changes (if any) in organizational arrangements for the field Training : Comment (reasons, consequences, implications for future planning)
a. b. c.
Changes in required Tasks, tasks or assignments . Changes in arrangements for student support Other changes (if any).
70
III. Results:
1 2 3 4 Number of students starting the field Training :
Number of students completing the field Training :
Number of students who entered the Field Training . Distribution of Grades (If percentage marks are given indicate numbers in each 5 percentile group).
No
No
Excellent
OR
90-100 80-89 65-79 50-64 < 50
Result Summary:
Passed:
No
Percent
Failed
No
Percent
IV. Administrative Issues:

1Administrative difficulties encountered either at the institution or in the field situations (if any).
71
2-
Effect of any difficulties on student learning outcomes.
3-
Changes needed to avoid these difficulties in future administration of the field Training . (if any)
V.
1
Evaluation of Field Training Tasks:
Student Evaluation of the field Training : (attach survey results)

e. List the most important criticisms and strengths.
f. Response of coordinator or field Training team.
Comments (interviews, survey results etc) from field Training supervisors: e. List the most important criticisms and strengths. f. Response of coordinator or field Training team.
VI. Planning for Improvement:

1 Action taken to improve the field Training this semester/year.
Provide a brief summary of significant developments this year, including professional development for faculty or support for field supervisors, modifications to the field Training , and new approaches to quality management.
72
Progress on other action identified in previous action plans:

State whether completed, the impact, and if not completed, give reasons.
Items identified last year for action (other than those shown in item 1 above).
Other action taken to improve the Course/ Field Training this semester/year.
Provide a brief summary of any other action taken to improve the Course/ Field Training and the results achieved. (For example, professional development for faculty, modifications to the Course/ Field Training , new equipment, new Training Strategies techniques etc.)

Actions Required Planned Completion Date Person Responsible

(Recommendations by the instructor to the program coordinator if any proposed action to improve the Course/ Field Training would require approval at program, department or institutional level or that might affect other courses in the program.).
Field Training coordinator: .................................................................

Signature: ....................................... Date Report Completed: .........................
Received by Program Coordinator: ................................................................
73
Student Handbook Components:

a. b. c. d. e. f. g.
h.
Introduction Program objectives Program learning outcomes Study plan Academic calendar Admission Jobs available for graduates Student services.
Group Activities:
1- Use the course specification Templete in this manual and fill in the spaces for one of the courses of the first year of your university program. 2- Drive from the first activity Templete a course plane (syllabus) using the course plan Templete in this manual. 3- Present both activities to all participants.
74

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Template for a Course Specification

I. Course Identification and General Information:

Second Year/Second Semester

Pre requisite (if any): Co requisite (if any):

1- Aims of The Course:

2- Intended learning outcomes (ILOs) of the course:

(A) Knowledge and Understanding:

A5- Concepts, principles and theories

(B) Intellectual Skills: Description of Intellectual skills to be developed:

Course Intended Learning Outcomes (CILOs) of Intellectual Skills

Teaching And Assessment Methods For Achieving Learning

(C) Professional and Practical Skills.

Professional and Practical Skills

Course Intended Learning Outcomes (CILOs) in Professional and Practical Skills *

Teaching And Assessment Methods For Achieving Learning Outcomes:

Teaching strategies to be used to develop that Professional and Practical Skills *

Methods of assessment of Professional and Practical Skills acquired **

(D) General / Transferable Skills:

Teaching And Assessment Methods For Achieving Learning Outcomes:

Course Intended Learning Outcomes (CILOs) in General and Transferable Skills

Methods of assessment of students General and Transferable skills*

Teaching strategies to be used to develop these skills**

Sub Topics List

Concepts and definitions

First law of thermodynamics

Properties of pure substances

The second law of thermodynamics

Analysis of thermodynamics of cycles

Number of Weeks /and Units Per Semester

b - Practical Aspect: (if any)

Learning Outcomes Aligned Units Learning Outcomes to Course ILOs

Number of Weeks /and Units Per Semester

3- Schedule of Assessment Tasks for Students During the Semester:

Proportion of Final Assessment

Aligned Course Learning Outcomes

2- Cengel & Boles, Thermodynamics , 4th edition, Tata Mc Graw

Instruction of ACourse Specification Templete

Course Identification and General Information:

Course Number & Code: 2

{Insert the course number/ code number for the course}.

{Write the number of Theo. hours}

Study level/year at which this course is offered:

Pre requisite (if any): 5 6 Co requisite (if any):

Program (s) in which the course is offered:

Language of teaching the course: Location of teaching the course:

Prepared By: Approved By:

* {Insert the number of credit hours for the course}.

content are not included in the description.

1- Aims of The Course:

2- Intended learning outcomes (ILOs)* of the course:

For each domain of learning domain shown below indicate:

How to identify and write course outcomes

Course Outcomes Wording

Recognize Relate Report Restate Review Tell Translate

score select test value

Course objectives must be aligned to the PILOs and other standards ].

Teaching And Assessment Methods For Achieving Learning Outcomes:

Methods of assessment of knowledge and Understanding acquired. **

** EVALUATION AND GRADING: Explain the standards on the basis of which

How to identify and write course outcomes